The leadership team has maintained the good quality of education in the school since the last inspection. This has been despite a period of instability and significant staff turnover. The new appointments to the senior leadership team have helped in sustaining the improvement in pupils’ outcomes. Leaders at all levels, including governors, have successfully addressed the weaknesses from the previous inspection. This includes the inconsistencies in progress between mathematics and English. The 2016 results showed a continuing trend of increasing numbers of children achieving good levels of development which are above national averages. The key stage 1 and end of Year 6 assessments show that pupils achieved higher than the national averages in attainment in reading, writing and mathematics. You have managed the challenge of recruiting staff well. The current staff are supportive of your vision of high expectations for all pupils. You have built good capacity in the teaching team and consequently maintained good outcomes for pupils. Teachers use the new tracking system effectively to plan challenging lessons. Pupil progress meetings ensure that all staff know how to support pupils to make better progress in English and mathematics. The skilled group of middle leaders support teachers well. Subject leaders have been instrumental in planning the strong cross-curricular links in pupils’ learning. This results in an interesting and relevant curriculum that meets the needs of the pupils well. The proportion of pupils making the expected progress in reading, writing and mathematics has improved. The 2016 assessments showed that the pupils achieved results in all three subjects that were higher than national averages. The differences between the progress made by disadvantaged pupils, including the most able disadvantaged pupils, and other pupils nationally are diminishing. The school recognised that more work was needed to further improve the progress of the most able pupils across key stage 1. The curriculum has been adapted to create more challenge. Work in books shows that the most able pupils are now making faster progress. The school has worked hard to promote a love of reading. The pupils in the upper school regularly use the local library and enjoy reading challenging books. They are confident and expressive readers. Pupils use good strategies for managing unknown vocabulary. They choose favourite books to re-read and have a good understanding of a wide range of texts. The teaching of phonics is effective. The number of pupils achieving the national standard in the phonic screening check is improving and in 2016 was again above the national average. The school rightly identified that Black Caribbean pupils’ progress was below the national figure for reading. The school’s leaders swiftly put plans in to address this. The impact is already evident and these pupils are currently making better progress. Since the previous inspection, there have been some changes in the membership of the governing body. The governors’ wide range of skills enables them to work consistently with the school’s leadership team. They have a good understanding of the school’s performance. Information about pupils’ progress is used effectively to hold the senior leaders to account. Governors’ monitoring of pupil premium spending and the school leaders’ careful analysis and focus of support have resulted in disadvantaged pupils making good progress. Well-managed behaviour is consistent across the school. Pupils show respect when working together in class. Teachers plan activities that consolidate the pupils’ ability to collaborate with each other successfully. This results in high levels of cooperation in lessons. During breaktimes, pupils play sensibly with a range of equipment in a well-maintained playground. There is good supervision by adults and younger children are well supported by the older pupils. Parents can see that school leaders have made changes that have had a positive impact on their children’s learning. Parents with children in the early years say that school provides good support for the transition to the setting. The school holds regular coffee mornings for staff to be available for parents. Information for parents is sent via text and weekly newsletters. The website is a useful resource for finding out about the work of the school. Newly elected parent governors are working to improve further ways to gather parent views. Support for harder-to-reach families is a real strength of the school. The lead staff member works tirelessly to address any barriers to learning so that the pupils make good progress from their various starting points. For example, you use pupil premium funding for art therapy sessions for particular pupils who have been successful in improving their attendance at school. The school’s resource provision for deaf pupils is highly effective and the pupils are fully included in their mainstream classes. The leaders ensure that all pupils have an awareness of the obstacles that these pupils face. This inclusive ethos is strong across the school. Safeguarding is effective. The school’s safeguarding systems are thorough and well managed. The school ensures that required checks are made for staff and volunteers to make certain they are suitable to work with children. The school leaders and governors have reviewed the policy for keeping children safe to ensure that it reflects the most recent statutory guidance. Training is up to date for issues such as female genital mutilation and child sexual exploitation. In addition, staff are aware of the warning signs which might suggest a child is at risk of radicalisation. The school’s internal safeguarding system ensures that shared information is used effectively and supports pupils. The risk assessments for trips are updated regularly. Pupil safety is central to the school’s work. The school’s analysis of attendance is detailed and staff are vigilant in monitoring pupils’ absence. Home visits are made when no contact has been made with the school. The procedures for tracking children who may go missing from education are robust. Effective use of pupil premium funding for staffing a school ‘walking bus’ has improved overall attendance, which is now just below the national average. The school recognises that there is still some work to do to reach this year’s target of exceeding the national average for attendance. Pupils say that they feel safe in school because of good security in the building. Pupils talk confidently about e-safety. They have a good understanding about what bullying is and of the different types of bullying that may affect them at school. Pupils say that staff deal with concerns quickly when they occur. The school council successfully enables pupils to have their voice heard and to have an impact on the work of the school. For example, the pupils’ views were sought throughout the new school building project. This has resulted in a stimulating and welcoming school environment that celebrates pupils’ work. Inspection findings You and the governors responded very well to the challenges of the new school building and successfully maintained the good standards of pupil outcomes. You have increased the size of your leadership team to build capacity for further school improvement. There are strong accountability and performance management systems, which are effective and ensure good progress for pupils, in particular the disadvantaged, including the most able of this group. Teaching is consistently good and improving across the school. Well-supported teachers, new to their career, are developing their practice very well. You and your leaders regularly monitor the teachers’ work and provide effective guidance. The additional adults in class are a valuable resource that provides good support for pupils’ learning. This results in continuing improvements in pupils’ progress across the school.